The effects of sensitization to text structure and headings as cues to text structure on the quantity and organization of fifth grade students' delayed written recall of expository prose

The effects of instruction focusing on sensitizing fifth grade students to expository text structure and headings as cues to structure were investigated. Measures of quantity and organization of ideas in delayed written recall were examined prior to and subsequent to treatment. Experimental instruction focusing on headings and organization of propositions in text was compared with the more conventional classroom procedure of answering questions after reading expository text. The experimental instruction group had higher scores for quantity and organization of ideas in delayed written recall. Further analysis revealed that subjects in the experimental group used more headings in recall than the conventional group. Ability level was not a significant factor for either group. Implications for instruction and further research are discussed.Education, Faculty ofLanguage and Literacy Education (LLED), Department ofGraduat